Being an English Teacher in a Global Society

Seminar Report on

Group 2, 3RD Year English Major Students

College of Teacher Education, Phranakhon Rajabhat University

Seminar Report on
Being an English Teacher in a Global Society

Thunjira Submitted by No. 027
Urisaya Chuchat No. 032
Kornkanok Somyor No. 033
Putthipong Jiwsuk No. 042
Banthita Sangthong No. 047
Samanjit

Presented to
Ajarn Suwan Masmek

Seminar in ELT Course (1551903) Semester 2021/2
Third Year English Major Students

College of Teacher Education, Phranakhon Rajabhat University

Preface

The objective of this seminar aims at identifying, presenting and discussing the
challenges and opportunities ofmulti-dimensional English language teaching in
changing contexts. In addition, it is to be hoped that the seminar will also consider ways
of solving the problems of EFL learning in these new contexts, which would be valuable
for improving EFL programs and practices.

This Seminar Report on Being an English Teacher in a Global Society consisted
of the main topic being an English teacher in a global society and subtopic describing
good teachers, who teachers are in class, rapport, teacher tasks, teacher skills, teacher
knowledge, art or science and the results of the seminar.

The evaluation of the seminar resulted that preparation and readiness of the
speakers, knowledge of speakers and appropriateness of the faculty of explanations as

a whole are the highest average means ( ̅ = 4.81) where as sequence of the content of

the lectures is easy to understand continuously, the content of the training/seminar is
appropriate to the current working situation and proper use of media are high average

means ( ̅ = 4.78)

The group members hope that this report can broaden the insight of the readers
regarding being an English teacher in a global society. The group members also want
this report to be useful for students or teachers who are interested in teaching and
learning can use them. If there are suggestions and criticisms about what is discussed
in this paper, the group members are open to accept it.

Group members
Date 17/02/2022

Content Page
Topic
1
- Introduction 2
- Teacher 2
3
Describing good teachers 5
Who teachers are in class 7
Rapport 8
Teacher tasks 9
Teacher Skills 11
Teacher knowledge 14
Art or science 16
- Summary of Evaluation of the seminar 21
- Reference 22
- Member 23
- Appendix 30
Appendix A 32
Appendix B 34
Appendix C 36
Appendix D 38
Appendix E
Appendix F

Being an English Teacher in a Global Society 1

Introduction
How can English language teachers contribute to peace locally and globally?
English language teachers and learners are in the global civil society – an international
network of civil organizations and NGOs related to human rights, the environment, and
sustainable peace. English, with its special role as an international language, is a major
tool for communication within this network. On the local level, many teachers are
interested in promoting reconciliation and sustainable peace, but often do not know how
to do so. This book provides information, analysis, and techniques to help teachers
around the world take action toward this goal. Balancing, in a readable and accessible
way, the global and the local, core and periphery, cultural diffusion and resistance,
theory and practice, pessimism and optimism, outsider and insider perspectives, the
expert role and the apprentice role, and prescriptive and elective methods, it offers an
alternative to literature about critical applied linguistics, globalization, and peace
education that is simply too complex and wordy to spread easily from theoretician to
the classroom teacher.
A Teacher is a professional who teaches students based on national curriculum
guidelines within their specialist subject areas. Their duties include assigning
homework, grading tests, documenting progress and keeping up with parent
communication. Teachers develop curriculum and lesson plans, and present those
lessons to their students, individually or in groups. They track the progress of their
students and create reports to inform parents about their progress. Teachers are
responsible for maintaining a safe and respectful classroom environment in order to
optimize student capabilities and develop their love of learning.
Why are teachers important? Teachers truly are the backbone of society. They
are role models to children, offer guidance and dedication and give young people the
power of education. Because of teachers, countries are able to further develop socially
and economically. Next time you or your community achieve something great, take a
moment to think of and be grateful for the teachers who made it possible. (Nicole, 2020)

Being an English Teacher in a Global Society 2

Teacher
Describing good teachers

Some qualities of a good teacher include skills in communication, listening,
collaboration, adaptability, empathy and patience. Other characteristics of effective
teaching include an engaging classroom presence, value in real-world learning,
exchange of best practices and a lifelong love of learning (Gagnon, 2019).

Orlando (2013) states that Teaching is hard work, and some teachers never grow
to be anything better than mediocre. They do the bare minimum required and very little
more. The great teachers, however, work tirelessly to create a challenging, nurturing
environment for their students. Great teaching seems to have less to do with our
knowledge and skills than with our attitude toward our students, our subject, and our
work. Although this list is certainly not all-inclusive, she has narrowed down the many
characteristics of a great teacher to those she has found to be the most essential,
regardless of the age of the learner.

Drew (2021) suggests to some of his favorite ways to describe a teacher are:
Passionate, Committed, Inspiring, Warm, Caring and Student-Focused. Some negative
descriptions include Apathetic, Unprepared, Lazy, Biased, Indifferent and Boring. Use
the word of contents below to jump to a category then select an adjective from the lists.
Positive adjectives to describe the excellent teacher. Amazing: You’re an amazing
teacher and student are so grateful to have you in student life. Awe-inspiring: The lesson
you put together for the students on space travel was awe-inspiring. His son now wants
to become an astronaut! Awesome: You’re an awesome teacher who makes every class
fun. Energetic: Your energetic approach to teaching and learning invigorates the
students and keeps them focused. Experienced: I can tell you are an experienced teacher
by the way you control your classroom. Leader: You are a leading educator in the
nation. Passionate: Passion is the most important trait of an educator. Stimulating: Your
lectures are always incredibly stimulating and encourage excellent debates after class.

Gagnon (2019) explains a good teacher can make a world of difference in a
student's life, impacting everything from their classroom learning to their long-term
success. If you're considering a career in education or looking to boost it with a Master

Being an English Teacher in a Global Society 3

of Education. It's important to explore the qualities of a good teacher. So good teachers
are the single most important factor that contributes to student achievement in the
classroom, more important than facilities, school resources and even school leadership.

Jeremy Harmer (2021) indicated that it is often said that 'good teachers are born,
not made and it does seem that some people have a natural affinity for the job, teachers
learn their craft through a mixture of personality, intelligence, knowledge and
experience and how they reflect on, the teachers who are apparently 'born teachers'
weren't like that at the beginning at all but grew into the role as they learnt their craft.

Indeed, Editorial Team (2021) describes effective teachers are critical to the
development and academic success of students. If you are looking to become a good
teacher, you need to showcase strong skills in communication, teamwork, time
management, problem-solving and organization. Then you should put these skills to
work to educate your students.

According to Sarokin (2020) an effective teacher in the classroom is one who:
manages to hold the class's interest: this elusive talent is critical to running an effective
classroom. Disinterested students have a harder time learning and generally need extra
time and attention from staff if the students are to maintain an adequate level of
motivation. The skills for keeping a class attentive range from preparation of interesting
materials to the way a teacher modulates their voice and overall presentation.

Who teachers are in class
We all know the reasons that teachers burn out, throw in the towel, and walk

away from the teaching profession. We hear about them often. Countless articles, blog
posts, and even professional research studies all point to same causes, likely popping
up on your Facebook Newsfeed on a regular basis. Given the current state and
perspectives of public education in America, it shouldn’t seem surprising that teacher
retention is becoming more and more challenging. Low pay, stressful and emotionally
draining working conditions, endless and growing workloads, lack of resources, lack of
support. I could write a whole series of posts on why teachers walk away from the
classroom and never look back (Brown, 2016).

Being an English Teacher in a Global Society 4

According to Exceed College (2021) teachers play an essential role in
education, most especially in the lives of the students they teach in the classroom. What
defines a teacher is his/her ability to teach students and a positive influence on them.
Generally, the role of a teacher in education goes beyond teaching. In today’s world,
teaching has different faces, and a teacher must carry out the part of being an external
parent, counselor, mentor, role model, and so on.

The Editorial Team (2020) explains a teacher is the force that drives the
educational system. They are the ones who interact with students and have to deal with
the parents. A teacher often has many roles to play. A teacher leader role is one that
needs to be embraced if he or she wants to function effectively in the classroom. Here
are five roles that a teacher often has to fill in order to be the best educator they can be.
1. Resource 2. Support 3. Mentor 4. Helping hand 5. Learner

Cox (2020) suggests being a teacher involves much more than executing lesson
plans. Teaching is a highly sophisticated profession that regularly extends beyond
academics. In addition to ensuring that students experience academic success, teachers
must also function as surrogate parents, mentors and counselors, and even almost
politicians. There is almost no limit to the roles a teacher may play.

Broadly speaking, the function of teachers is to help students learn by imparting
knowledge to them and by setting up a situation in which students can and will learn
effectively. But teachers fill a complex set of roles, which vary from one society to
another and from one educational level to another. Some of these roles are performed
in the school, some in the community (Britannica, 2021)

The talented teachers at Pearson Online Academy are certified, highly qualified
professionals committed to each student’s success. They are experts in their fields and
grade levels and receive ongoing training in the most engaging and effective online
instruction practices. Leading the virtual classroom with customized learning, our
teachers help students around the world and across all grade levels achieve their
potential (Pearson Online Academy, 2021).

Being an English Teacher in a Global Society 5

Sarif (2020) states that the teacher-student relationship is concretely embedded
in the physical classroom that left out to a greater extent in online classes. The online
ecosystem ensuring physical distancing but has wreaked human contact and
socioemotional proximity between teachers and students. However, in a bid to develop
socioemotional propinquity, teachers may use some tips such as sharing personal
learning experiences with learners, providing quick learning feedback, and creating a
comfort communication aura and boosting learners to share their learning experiences,
etc. Besides, the teachers’ responsive behavior and accountability towards learners are
also helpful to improvise the teacher-taught relationships in the virtual classroom.

Jeremy Harmer (2021) states that when we walk into a lesson, students get an
idea of who we are as a result of what we look like how we dress, how we present
ourselves and the way we behave and react to what is going on. Everyone switches
roles like this in their daily lives to some extent, but for teachers, who we are when we
are at work is especially important. There are three roles that a teacher often has to fill
in order to be the best educator they can be: Personality is effective teacher personality
is a blend between who we really are, and who we are as teachers. In other words,
teaching is much more than just ‘being ourselves’, however much some students want
to see the real person. Adaptability is good teachers are able to absorb the unexpected
and to use it to their and the students’ advantage. This is especially important when the
learning outcomes we had planned for look as if they may not succeed because of what
is happening. Teacher roles is part of a good teacher’s art is the ability to adopt a number
of different roles in the class, depending on what the students are doing. For example,
the teacher always acts as a controller, assessors, resource and tutor.

Rapport
Rapport is ‘the relationship that the learners have with the teachers and on the

other hand class where there is a positive, enjoyable and respectful relationship between
teacher and learners and between learners’ themselves. (Sharpe, 2019).

Rapport does not result in learning, but it certainly helps to create conditions
conducive to learning things like higher motivation, increased comfort, and enhanced
communication. Teaching doesn’t always result in learning either, but, like rapport, it
is one of those factors that can contribute positively to learning was supposed by

Being an English Teacher in a Global Society 6

research (Weimer, 2010).

According to Meador (2019) building rapport with students is a component that
takes teaching to the next level. Teachers understand that this takes time. Building
rapport is a process. It often takes weeks and even months to establish a healthy student
teacher relationship. Teachers will tell you that once you have earned the trust and
respect of your students, everything else becomes much easier. When students look
forward to coming to your class, you look forward to coming to work each day.

Buskist, Saville (n.d.) suggests rapport is tricky to understand. Perhaps that is
why the voluminous literature on college and university teaching essentially ignores it.
Rapport has been avoided in favor of other variables, such as methods of teaching,
modes of testing, and techniques of assessing teaching effectiveness, which can be more
readily conceptualized and manipulated. Nonetheless, it is worth considering the role
of rapport if for no other reason than its contributions to effective teaching.

Not everyone is made for teaching and there is no point in sticking to what you
don’t like. In other job fields, your frustration would probably be unnoticeable for the
people around you, teaching is not part of that field. Students can see if you don’t like
teaching. You know why? Because you are constantly trying to be somebody else. The
key to successful teaching is staying true to who you are and living by your values. The
best teacher does not fake smiles or gets tired of teaching. The best teacher enjoys
interacting with her students and loves strong connections, which she develops
constantly. The best teacher is a person who is not afraid of putting herself in an
uncomfortable situation. She is so proud of her willingness to share everything with her
students that she won’t stop being herself. (Dennis Relojo-Howell et al., 2019)

Sarah Athanas (2014) indicated learns at least one thing about each student’s
personal life. If you really want your students to feel that you care about them you have
to, ahem, actually care about them. A great way to show this is to be interested in what
your students do outside of the classroom. Say that Sonia mentions that she likes to go
to the movies during an icebreaker. Remember that. Write it down if you have to, and
ask Sonia if she has seen any good movies the next time you see her. Your interest will

Being an English Teacher in a Global Society 7

go a long way to building trust with your students and you will naturally start to care
about them, which is pretty rewarding.

Jeremy Harmer (2021) states that listening to students, students respond very
well to teachers who listen to them. Another respondent in my research said that ‘It’s
important that you can talk to the teacher when you have problems and you don’t get
along with the subject’. Although there are many calls on a teacher’s time, nevertheless
we need to make ourselves as available as we can to listen to individual students. But
we need to listen properly to students in lessons too. And we need to show that we are
interested in what they have to say. Of course, no one can force us to be genuinely
interested in absolutely everything and everyone, but it is part of a teacher’s
professional personality that we should be able to convince students that we are
listening to what they say with every sign of attention. As far as possible we also need
to listen to the students’ comments on how they are getting on, and which activities and
techniques they respond well or badly to. If we just go on teaching the same thing day
after day without being aware of our students’ reactions, it will become more and more
difficult to maintain the rapport that is so important for successful classes.

Teacher tasks
A Teacher, or Classroom Instructor, is responsible for supervising, educating

and supporting students to help them accomplish learning benchmarks. Their duties
include planning lessons that target specific skills and concepts, managing classroom
behavior to keep all students engaged in the lesson and providing individual support
and feedback for their students (Darrell, 2021).

According to Lynch (2016) as a teacher, you carry the weight of several types
of responsibility. You are responsible for your students’ welfare, safety, education, and
health. You are responsible in a moral sense – and in a legal one. Because of that legal
responsibility, you also face a lot of liability.

Kelly (2019) indicated that almost every task that a teacher is expected to
perform on a daily basis fall into one of six categories. Some of these duties such as
lesson planning, classroom management, and assessment are so critical that they are

Being an English Teacher in a Global Society 8

used by teacher assessment tools to evaluate teacher effectiveness. Others are more
basic organizational and operational chores.

Betterteam (2021) suggests a teacher is responsible for preparing lesson plans
and educating students at all levels. Their duties include assigning homework, grading
tests, and documenting progress. Teachers must be able to instruct in a variety of
subjects and reach students with engaging lesson plans.

Patterson (2017) explains in creating opportunity for kids to reach their highest
potential is one that motivates teachers and guides their work in the classroom. With
students back at school, we asked teachers what they feel is their most essential role
and what they find most rewarding about their work.

Jeremy Harmer (2021) states that many teachers find the administrative features
of their job, such record keeping is a necessary adjunct to the classroom experience.
There is one particularly good reason for keeping a record of what we have taught. It
works as a way of looking back at what we have done in order to decide what to do
next. If we do this, we will start to amend our teaching practice in the light of
experience, rather than getting stuck in sterile routines. It is one of the characteristics
of good teachers that they are constantly changing and developing their teaching
practice as a result of reflecting on their teaching experiences.

Teacher Skills
Teaching skills are crucial when working as an educator. These skills are what

help a teacher keep their classroom engaged and interested in learning. Knowing the
most desirable teaching skills, as well as how you can highlight them can help you find
a teaching job that you enjoy. It can also be helpful to learn how to highlight your
teaching skills in your cover letter and resume, as well as during the interview
(Glassdoor Team, 2021).

Doyle (2021) mentioned to be a great teacher, you should be an effective
communicator and a critical thinker. You should also exhibit patience, organization,
and creativity. The schools to which you're applying will want to see these traits along
with a genuine desire to better the lives of students in lasting and meaningful ways.
Helping others succeed is a central component to teaching, and trust, knowledge, and

Being an English Teacher in a Global Society 9

commitment are essential traits.
According to Editorial Team (2021) teacher skills are those necessary for

creating lesson plans, instructing students, working with administrators and interacting
with parents. Some of these skills may be innate to the teacher’s personality, but
teachers may learn some as a result of formal education or on-the-job experience. With
these skills, teachers learn to work with children to develop their knowledge and critical
thinking. Listing your best skills on your resume can set you apart from other candidates
and potentially earn you a teaching position.

Glassdoor Team (2021) mentioned teaching skills are the hard and soft skills
that help a teacher keep students engaged. These skills can also help teachers position
themselves as an educator, earning the attention and respect of their students. Some
teaching skills come naturally to some, whereas others may require development with
practice. Developing teaching skills is only one part of becoming a good teacher. It can
also be helpful to learn how to highlight these skills on your resume and during your
teaching interview.

Kappa Delta Pi, International Honor Society in Education (n.d.) suggested that
the teacher skills are based on a synthesis of the research that investigated attributes or
qualities of effective teachers. This checklist is designed to help us identify those areas
of teaching and learning we feel we have achieved some degree of proficiency (P) and
those areas in which we feel we need to further develop (D). Prioritize the top three
teaching behaviors we feel we need to improve.

Jeremy Harmer (2021) states that effective teachers see classroom management
as a separate aspect of their skill. We will know how to put students into groups, or
when to start and finish an activity. We will have considered whether we want to move
them around the class, or move the chairs into a different seating pattern. We will
discuss classroom management. Successful class management also involves being able
to prevent disruptive behavior and reacting to it effectively when it occurs.

Teacher knowledge

Teacher knowledge, or teacher practical knowledge, should be included within
this knowledge base, along with formal propositional knowledge. Although teacher
knowledge is strongly related to individual experiences and contexts, there are elements

Being an English Teacher in a Global Society 10

of teacher knowledge that are shared by all teachers or large groups of teachers, for
instance, all teachers who teach pupils of a certain age level. Investigating teacher
knowledge to identify these common elements so as to do justice to its complex and
specific nature can be problematic from a methodological point of view. To illustrate
the potential benefits and limitations of research on teacher knowledge, the results from
several studies are presented. A major conclusion from these studies is that an
understanding of teacher knowledge may be useful to improve teacher education and
to make educational innovations more successful. Finally, three areas of interest for
future research are identified (Meijer, 2021).

The foundational requisites of teacher knowledge. There are three main focus
that form the foundation of teacher knowledge: Content knowledge is teachers need to
understand the truth claims of the discipline and interpretive community as well as be
able to explain why these accepted truth claims are warranted. Pedagogical content
knowledge is teachers need to understand the teachability of the content. Curricular
knowledge is teachers need to describe the range of programs designed to teach a
particular topic or subject at a particular level was supported by project (Amatullah et
al., 2019)

University of Northern lowa (n.d.) explain to teach all students according to
today’s standards, teachers need to understand subject matter deeply and flexibly so
they can help students create useful cognitive maps, relate one idea to another, and
address misconceptions. Teachers need to see how ideas connect across fields and to
everyday life. This kind of understanding provides a foundation for pedagogical content
knowledge that enables teachers to make ideas accessible to others.

According to Guerriero (n.d.) the first key study on teacher knowledge
categorized teacher knowledge into 7 categories, among which were the concepts of:
general pedagogical knowledge (principles and strategies of classroom management
and organization that are cross-curricular) and pedagogical content knowledge (the
knowledge which integrates the content knowledge of a specific subject and the
pedagogical knowledge for teaching that particular subject.

Peretz (2011) describe several tendencies in the development of the concept of
teacher knowledge is noted. There is the extension of the term to include societal issues.
As well, one finds a growing focus on the personal aspects of knowledge. The role of

Being an English Teacher in a Global Society 11

context in shaping teacher knowledge plays a crucial role in the analyzed papers,
reflecting changes in the milieu of schooling. The main mode of inquiry in the analyzed
papers are qualitative, interpretative. The authors of the various papers were interested
in the concrete experiences and views of student teachers, and teachers, concerning
their knowledge and its acquisition. This approach yields important insights but leaves
open several questions. First, the curricular question: what concrete opportunities for
gaining knowledge are offered to student teachers? Another question concerns the
modes of teachers’ use of their professional knowledge. This question requires detailed
observations and documentation of teachers’ actions in classrooms, trying to link them
knowledge and practice.

Jeremy Harmer (2021) states that the language system is language teachers need
to know how the language works. This means having a knowledge of the grammar
system and understanding the lexical system: how words change their shape depending
on their grammatical function, and how they group together into phrases. They need to
be aware of pronunciation features such as sounds, stress and intonation. Materials and
resources are teachers need to know about books and websites where such technical
information is available, a significant number of grammar books and monolingual
learners’ dictionaries (MLDs) to choose from - to say nothing of the multitude of useful
websites on the Internet. Classroom equipment is over the last few decades the growth
in different types of classroom equipment has been incredible. Teachers should know
how to use the equipment that they have elected to use. Learning how to use various
types of equipment is a major part of modern teacher training. However, we should do
everything in our power to avoid being overzealous about the equipment itself. And do
everything we can to keep abreast of technological change in educational resources.
But we should never let technology drive our decisions about teaching and learning.

Art or science
Archana (n.d.) states that teaching contains two major concepts of learning, the

Art and the Science. In teaching, Art is defined as “the product of creating human
activity in which material is shaped or selected to convey an idea, emotion or in a
visually interesting form”. This describes exactly what a teacher does. While in

Being an English Teacher in a Global Society 12

teaching, science is defined as, “a study of anything that can be tested, examined or
verified”. The teacher is always studying the situation and examining what they can do.
Teaching is hence both, an Art and Science. Teaching requires both art and science.
They both play a role in each other because if a teacher demonstrates only one of these
types of teaching, they cannot do effective teaching.

Archana (n.d.) indicated that for effective teaching, a teacher must integrate
both Art and Science while teaching in the classroom. The teacher who doesn’t apply
scientific knowledge to teach the students runs the risk of using the methods and
principles of ineffective teaching. If a teacher is able to balance both Art and Science,
it will make it easier for the students to learn and assimilate the information while
keeping their attention.

According to Johnson (2015) Teaching is a science, an art, and a craft. He
explained further that a science. It is a science in that there are strategies and practices
that a body of research has shown to be effective in enhancing learning. Just like
doctors, teachers should use research to inform their practice. On the individual level
teaching is a science also in that teacher are constantly collecting data by observing
their students in order to see if learning is taking place and how they learn best. And,
like scientists, teachers experiment with new techniques or strategies to see how they
work. An art. It is an art in that teachers must bring themselves fully into their teaching.
As a teacher you will need to find the methods and strategies that work best for you.
Teachers are not standardized products. What works for one teacher may not work for
another. Thus, all the teaching strategies that you learn should be adopted and adapted
to fit your particular teaching situation and your personal teaching style. To be an
effective teacher you must carve out your own teaching philosophy and discover your
own unique talents and learn how to use them.

Bouffard (2018) indicated that there is artistry in the way teachers connect with
students and foster their understanding. At the same time, there is a science to teaching
and learning, an evidence bases on which to build our approaches to developing
students’ knowledge, skills, and competencies.

McGill R. (2018) explains Whether teaching is an art or science depends on
which definition of teaching we adopt. The same can be said for progressive and
traditional teaching. If we define teaching as an ‘attempt to help our students learn’,

Being an English Teacher in a Global Society 13

then teaching may be perceived as the art of applying learning research. Given the
current climate for research and evidence informed methods, in spite our use of the term
“art”, trying to help students learn based on how we have observed them in fact learn
makes teaching more a science than an art. If, on the other hand, we mean by teaching
simply as ‘the act of conveying information’ with no particular emphasis on how well
students learn, then teaching lends.

CITAK et al., (2021) describe that teaching science is gathering information
based on the information and improving educational practices. The art of learning
implies not only understanding what to do and how to do it, but also understanding
when to do it, and not in what circumstances. It is such a process of thought that
teaching takes the form of art from scientific backgrounds. Such choices are not made
easily. These skills are developed over time by competent teachers.

Jeremy Harmer (2021) states that understanding the language system and
finding the best ways to explain it is some kind of a scientific endeavor, some of the
technical skills that are required of teachers (procedures for how to do things, a constant
attention to innovation in educational technology and materials design) need to be
almost scientific in their rigor.

Being an English Teacher in a Global Society 14

Summary of Evaluation of the seminar
on Being an English teacher in the global.

Part 1: General Information1

Sex General Information’s Number
Status Male 4
Female 21
Student 22
Teacher 3

Part 2: About Topic

A 5-level estimation scale questionnaire and one open-ended question asked for
additional opinions or suggestions from seminar participants.

Specify the score weight of the 1 0 questions that are a 5 - level approximation
scale questionnaire as follows:

Satisfaction Level Score
Most 5
More 4
Moderately 3
Low 2
Least 1

The criteria for determining the average message value are as follows:

4.51-5.00 satisfaction level . Most
3.51-4.50 satisfaction level More
2.51-3.50 satisfaction level Moderate
1.51-2.50 satisfaction level Low
1.00-1.50 satisfaction level Very Low

Being an English Teacher in a Global Society 15

No. List of questionnaires X S.D. Interpretation

1 Preparation and readiness of the speakers. 4.81 0.40 Most
Most
2 Sequence of the content of the lectures is easy to 4.78 0.49 Most
understand continuously. 4.66 0.48 Most
Most
3 Use techniques and training methods that are Most
interesting, easy to understand, promote learning. Most

4 The language used in the narrative is appropriate. 4.75 0.51 Most
Most
5 Knowledge of speakers. 4.81 0.40 Most

6 The content of the training/seminar is appropriate to 4.78 0.42
the current working situation.

7 Appropriateness of the duration used for 4.63 0.55
training/seminars on this topic.

8 Knowledge and understanding gained after 4.72 0.46
training/seminars.

9 Proper use of media. 4.78 0.42

10 Appropriateness of the Faculty of Explanations as a 4.81 0.47
whole. 4.75 0.05

Total

Suggestion
- The speaker manages his speaking time well.

- Seminar participants received interesting information from the exchange of
information.

- The speakers share their experiences interestingly. It can be applied in daily
life.

Being an English Teacher in a Global Society 16

Reference

Amatullah et al. (2019). Teacher Knowledge. courses.lumenlearning.
https://courses.lumenlearning.com/suny-oneontaeducation106/chapter/teacher-
knowledge/

Archana, K. (n.d.). Teaching Is An Art Or Science. Learnfromblogs.
https://learnfromblogs.com/opinion/karishma/teaching-is-an-art-or-science

Athanas, S. (2014, April 11). 5 Ways to Build Rapport in the ESL Classroom. Bridge
Universe.
https://bridge.edu/tefl/blog/5-ways-to-build-rapport-in-the-esl-classroom/

Betterteam. (2021). Teacher Job Description. Better team.
https://www.betterteam.com/teacher-job-description

Bouffard, S. (2018, December). Teaching is an art - and a science. Learningforward
THE PROFESSIONAL LEARNING ASSOCIATION.
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Being an English Teacher in a Global Society 21

Thunjira Member No.027
Urisaya Chuchat No.032
Kornkanok Somyor No.034
Putthipong Jiwsuk No.042
Banthita Sangthong No.047
Samanjit

Sec. 2

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Appendix

Being an English Teacher in a Global Society 23

Appendix A

Pictures of operations in the seminar

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- Pictures of operations in the seminar

Being an English Teacher in a Global Society 25

Being an English Teacher in a Global Society 26

Being an English Teacher in a Global Society 27

Being an English Teacher in a Global Society 28

Being an English Teacher in a Global Society 29

Being an English Teacher in a Global Society 30

Appendix B

The letter of invitation

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Being an English Teacher in a Global Society 32

Appendix C

The schedule of the seminar

Being an English Teacher in a Global Society 33

Program of the Seminar on " Being an English Teacher in the global society "
Date: Thursday, 17th February 2022

Via: Zoom https://zoom.us/my/suwanpnk?pwd=M3J2QVhmRkpFamJGRmJsY2tpdWpEdz09
Time Activity
1.00 - 1.15 p.m. Welcoming participants and guests by Miss Thitaree Sohmanee , MC

Report by Mr.Puthipong Sanhthong, Group leader
Opening remarks by Miss. Nawaporn Matthong, Chairperson
1.15 - 1.30 p.m. Guest speaker introduction by Miss Thitaree Sohmanee, MC
1.30 - 3.00 p.m. Presentation and discussion on “Being an English Teacher in the global society”
by Assistant Professor Dr. Youngyut Khamkhong
3.00 - 3.15 p.m. Refreshments
3.15 - 4.45 p.m. Presentation and discussion on “Being an English Teacher in the global society”
by Assistant Professor Dr. Youngyut Khamkhong (continue)
4.45 - 5.45 p.m. Presentation on Teacher:

Describing good teachers by Mr.Puthipong Sanhthong
Who teachers are in class by Miss. Thunjira Chuchat
Rapport by Miss. Urisaya Somyor
Teacher task by Miss. Kornkanok Jiwsuk
Teacher skills by Miss. Kornkanok Jiwsuk
Teachers’ knowledge by Miss. Banthita Samanjit
Art or science by Miss. Banthita Samanjit
5.45 - 6.00 p.m. Wrap up, evaluation and closing remarks

Being an English Teacher in a Global Society 34

Appendix D

The poster of the seminar

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Appendix E

Questionnaire and one open-ended question

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No. List of questionnaires Scale
4 32
5 1

1 Preparation and readiness of the speakers.

2 Sequence of the content of the lectures is easy to
understand continuously.

3 Use techniques and training methods that are
interesting, easy to understand, promote learning.

4 The language used in the narrative is appropriate.

5 Knowledge of speakers.

6 The content of the training/seminar is appropriate to
the current working situation.

7 Appropriateness of the duration used for
training/seminars on this topic.

8 Knowledge and understanding gained after
training/seminars.

9 Proper use of media.

10 Appropriateness of the Faculty of Explanations as a
whole.

Being an English Teacher in a Global Society 38

Appendix F

Padlet

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- Padlet

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Being an English Teacher in a Global Society 44

Third Year English Major Students
College of Teacher Education, Phranakhon Rajabhat University